How does mathematical literacy affect creative thinking? Independent effects and differential impacts across proficiency groups
Bin Xu, Xinxin Ma, Yi Zhang, Xiaopeng Wu
Abstract
Focusing on the influence mechanism of the three dimensions of mathematical literacy-"mathematical perspective, mathematical thinking, and mathematical language"-on creative thinking, as well as the differences in this influence among groups with different proficiency levels, this study conducts an empirical analysis on 6448 fifth-grade students, with its theoretical basis in the core mathematical competency framework outlined in China's Compulsory Education Mathematics Curriculum Standards (2022 Edition).aims to explore whether there are significant differences in the impacts of the three core components of mathematical literacy-mathematical perspective, mathematical thinking, and mathematical language-on creative thinking. Meanwhile, it verifies whether the facilitative effect of students' mathematical literacy on creative thinking exhibits a nonlinear mutation characteristic when their mathematical literacy level reaches a specific threshold. Through correlation analysis, multiple regression, and group comparisons, the study finds that mathematical language serves as the core component linking mathematical literacy and creative thinking, demonstrating significantly stronger facilitative effects on both divergent and convergent thinking compared to mathematical perspective and mathematical thinking. Independent effect analysis reveals that mathematical language has the strongest explanatory power for creative thinking, while mathematical thinking exhibits negative effects in certain models, reflecting the potential tension between traditional logical training and innovative thinking. Group-specific effects indicate that when mathematical literacy crosses a threshold into the high-proficiency group, its promotion of creative thinking undergoes a nonlinear mutation, characterized by strong correlation and high stability; in contrast, mid- and low-proficiency groups show weak correlation and high variability. These research findings hold significant implications. On one hand, they provide empirical support for the "synergetic cultivation of literacy and creativity" in mathematics education; on the other hand, they help bridge the gap between theoretical research and teaching practice. To address the dilemma of "high skill but low innovation", we propose three specific teaching strategies: unit-based structured instruction, tiered task design, and data-driven dynamic intervention. Future research could further refine the dimension-specific correlation mechanisms between the 11 core mathematical competencies in primary education and creative thinking, while improving dynamic assessment systems.